This is the fourth unit of the lesson. The students will learn how the information in DNA (first lesson) will be used to create proteins. Specifically, the students will build off of the previous lesson of transcription. By viewing a video, they will be able to explain that the m RNA that is created in transcription moves into a r RNA during translation. The students will also be able to explain that the information in m RNA is in the sequence of triplet consecutive bases, called codons. By watching a video, the students will then be able to explain that transfer-RNA has three bases that bind to a specific m RNA codon, and by doing this, it brings a specific amino acid to the site of translation. The amino acids are then lined up according to the sequence of m RNA codons, and a protein is formed. The students will also deepen their understanding of how the information in m-RNA is used to create proteins by acting out translation.
RI LS1-2:Students demonstrate an understanding of the molecular basis of heredity by describing DNA structure and relating the DNA sequence to the genetic code. National Science Education Standard
(Content Standard A; 9-12): All students should develop abilities necessary to do scientific inquiry and understandings about scientific inquiry.
(Content Standard C; 9-12): All students should develop an understanding of molecular basis of heredity. Rhode Island Beginning Teacher Standards 2
Teachers create Learning Experiences that reflect an understanding of central concepts and tools of inquiry of the disciplines they teach. Teachers use a variety of explanations and multiple representations of concepts, including analogies, metaphors, and demonstrations and illustrations that help students develop conceptual understanding.
Opportunities to Learn:
Depth of Knowledge
Webb level 1 - Recall of fact, terms, purposes
Webb level 2 - Skill and concept (explain the relationship of fact and term)
Webb level 3 - Strategic Thinking (Think beyond simple explanation; explain phenomena in terms of concept)
Prerequisite Knowledge
Students should understand the process of transcription, where the information from DNA is converted into m RNA.
Students should be able to correlate the steps in transcription to the conversion of a message from one language to another, using the analogy from the previous period (Chinese to English)
Students should know the building block of proteins (Amino Acids)
Plans for Differentiating Instruction
In addition to the handout for homework, which reviews the objectives of the lesson, I will ask the students to review an article about genetics in animals, from the New York Times website, and extrapolate how the research in the article could impact the lives of humans in the future by writing a journal entry.(see engagement part 3).
I will have a peer teacher help those students who are having a hard time understanding the connection between transcription and translation in the creation of proteins.
Through the lecture, video, student engagement, and acting out translation, I have incorporated tactile, auditory, and visual modalities of learning
Accommodations and modifications
There are three students who have illegible handwriting. They are allowed to use laptops to transcribe their notes and complete their homework.
There are three students who have trouble concentrating. I will put them in the front row, and I will have no wall poster on the front wall.
If students do not have the answers to all of the questions in their notebook, I will have a photocopy of the questions and answers on reserve for their review.
Environmental factors
The students are sitting in groups of four at per table. All of the students are facing me. There are six tables.
The smart board is on the front wall facing the students.
Materials
I will engage the students by having them answer questions while watching a quick video on the description of translation. (last third of the video)
I will need laptops so that students can work in groups to find a New York Times article on genetics and animals, and subsequently present the findings in a powerpoint presentation.
Objectives:
After this lesson, the students will be able to
Describe the process of how information from m RNA is used to create proteins (translation) (artefact - by answering questions while watching a video, and acting out translation)
Explain the role/function of transfer-RNA in translation (artefact - by answering questions while watching a video, and acting out translation)
Explain the role/function of m RNA in translation (artefact - by answering question while watching a video, and acting out translation)
Instruction:
Opening:
1) As I am taking attendance, I will have the following question written on the board: Using your prior knowledge from last semester, what are the building blocks of proteins? (Answer - Amino Acids). They will have to write the answer to the question in their notebook.
2) I will mention to the students that in the previous lesson, I said that the information in DNA is used to create proteins. In the previous lesson, they were able to explain how the information in DNA is converted to m RNA (transcription).
3) Today, you will learn and be able to explain the process (translation) of how information in m RNA bases (product of transcription) is used to form a protein. You will also be able to explain the role of transfer RNA and m RNA in translation.
Engagement
Part 1
1) I will ask the following question orally: Using your prior knowledge from the last period, who can go up to the white board and write the analogy between the Chinese basketball player getting his meal at an American restaurant and DNA's role in the creation of proteins? After the volunteer has written his/her answer on the board, I will present the correct answer on the smart board using a powerpoint slide.
2) As we stated last period the Chinese player cannot tell the waiter directly that he wants a specific meal because the basketball player does not speak English and the waiter does not speak Chinese.
Similarly, DNA does not speak the language that is required to form proteins. The information in DNA has to be first converted into another language, m RNA, in order for proteins to be formed. This is similar to how the basketball player's interpreter converts the basketball player's Chinese order into English. We covered this process last period. Using your prior knowledge, what is the process by which the information within DNA is converted into m RNA? (Answer - transcription).
Part 2
1) I will tell the students that codons in m RNA play an important role in translation. I will ask the students the following question: using your book, what is a codon? (answer - it is three consecutive bases within m RNA)
I would like the students to write this question, as well as the following questions, with corresponding right answers, in their notebook. I will tell the students that they will be able to use their notebook on an upcoming quiz. I will also collect the notebooks during the second to last lesson of the unit. If the student has all of the questions with corresponding right answers, they will get extra points on the unit test.
1) Prior to watching a quick video (last third of the video) on translation, I will present the following questions on the smart board, using powerpoint.
I will ask the students to use the information in the video to answer the following questions:
Where does translation happen? (Answer - ribosomal-RNA). What does transfer-RNA do in translation? (transfer-RNA has a triplet nucleotide that binds to a base specific m RNA codon, and by doing this, it brings a specific amino acid to the site of translation). How are proteins formed in translation? (Answer - As transfer-RNA bind to a specific codon and bring a specific amino acid to the site of translation, the amino acids are lined up based on the sequence of the m RNA codons. The amino acids subsequently link with each other and create a protein. Thus the sequence of the m RNA codons determines the sequence of amino acids, and thus determines which protein is created.)
3) As the students are watching the video and answering the questions in their notebook, I will move around and monitor the answers in their notebooks, and guide students if they are not on the right track.
4) After the students finish watching the movie, I will have student volunteers write the answers to the questions on the white board so that all of the students can view the answers to the questions. I will reinforce the answers from the video by reviewing translation using the following picture on the smart board (pic).
Part 3
1) Similar to the last few periods, I will instruct the students to get into their respective acting teams.
2) I will ask the students to create translation of an m RNA by acting it out.
3) I will have the students review the information in their notebook and designate roles of translation (transfer RNA, amino acid, etc.) within each team.
4) I will expect the students to explain to me how information from m RNA bases is used to create a protein. The students will have to explain the role of transfer RNA and m RNA in translation.
4) As the teams are rehearsing, I will ask students in each team if they have any questions about the role of a specific molecule within translation.
6) When it is time to act, I will have one team act out translation, while the other teams sits at their desk and begin the handout for homework (see closure for details).
7) I will flip a penny to decide which team start first.
8) As they act out translation, I will ask each person on the team: What is the name of your acting role? What role do you have in translation? What molecule do you connect to?
9) If a student is having trouble understanding their role, I will guide the student by asking appropriate questions.
Closure:
I will ask a student volunteer to describe how the information in m RNA is used to create proteins.
I will ask a student volunteer to explain the specific role of transfer RNA and m RNA in translation.
I will give the students a handout for homework. The handout will have a long strand of m RNA. Based on the sequence of the m RNA codons, the students will have to determine which amino acids are brought to the site of translation and incorporated into the protein.
I will collect this handout at the beginning of the next period.
Assessment:
Formative evaluation about the role of transfer-RNA in the formation of proteins by evaluating responses to question in their notebook as they watch a video
Students acted out the role of transfer-RNA and m RNA in the creation of a protein during translation (rubric to will be added in near future).
Students will complete a handout for homework that builds on the understanding of transfer-RNA and m RNA in the creation of a protein during translation. (handout and rubric will be added in near future)
Lesson Title: I Need Protein!!!
Context of Lesson:
This is the fourth unit of the lesson. The students will learn how the information in DNA (first lesson) will be used to create proteins. Specifically, the students will build off of the previous lesson of transcription. By viewing a video, they will be able to explain that the m RNA that is created in transcription moves into a r RNA during translation. The students will also be able to explain that the information in m RNA is in the sequence of triplet consecutive bases, called codons. By watching a video, the students will then be able to explain that transfer-RNA has three bases that bind to a specific m RNA codon, and by doing this, it brings a specific amino acid to the site of translation. The amino acids are then lined up according to the sequence of m RNA codons, and a protein is formed. The students will also deepen their understanding of how the information in m-RNA is used to create proteins by acting out translation.Standard
RI LS1-2:Students demonstrate an understanding of the molecular basis of heredity by describing DNA structure and relating the DNA sequence to the genetic code.National Science Education Standard
(Content Standard A; 9-12): All students should develop abilities necessary to do scientific inquiry and understandings about scientific inquiry.
(Content Standard C; 9-12): All students should develop an understanding of molecular basis of heredity.
Rhode Island Beginning Teacher Standards 2
Teachers create Learning Experiences that reflect an understanding of central concepts and tools of inquiry of the disciplines they teach. Teachers use a variety of explanations and multiple representations of concepts, including analogies, metaphors, and demonstrations and illustrations that help students develop conceptual understanding.
Opportunities to Learn:
Depth of Knowledge
Prerequisite Knowledge
Plans for Differentiating Instruction
Accommodations and modifications
Environmental factors
Materials
Objectives:
After this lesson, the students will be able toInstruction:
Opening:
1) As I am taking attendance, I will have the following question written on the board: Using your prior knowledge from last semester, what are the building blocks of proteins? (Answer - Amino Acids). They will have to write the answer to the question in their notebook.
2) I will mention to the students that in the previous lesson, I said that the information in DNA is used to create proteins. In the previous lesson, they were able to explain how the information in DNA is converted to m RNA (transcription).
3) Today, you will learn and be able to explain the process (translation) of how information in m RNA bases (product of transcription) is used to form a protein. You will also be able to explain the role of transfer RNA and m RNA in translation.
Engagement
Part 1
1) I will ask the following question orally: Using your prior knowledge from the last period, who can go up to the white board and write the analogy between the Chinese basketball player getting his meal at an American restaurant and DNA's role in the creation of proteins? After the volunteer has written his/her answer on the board, I will present the correct answer on the smart board using a powerpoint slide.
2) As we stated last period the Chinese player cannot tell the waiter directly that he wants a specific meal because the basketball player does not speak English and the waiter does not speak Chinese.
Similarly, DNA does not speak the language that is required to form proteins. The information in DNA has to be first converted into another language, m RNA, in order for proteins to be formed. This is similar to how the basketball player's interpreter converts the basketball player's Chinese order into English. We covered this process last period. Using your prior knowledge, what is the process by which the information within DNA is converted into m RNA? (Answer - transcription).
Part 2
1) I will tell the students that codons in m RNA play an important role in translation. I will ask the students the following question: using your book, what is a codon? (answer - it is three consecutive bases within m RNA)
I would like the students to write this question, as well as the following questions, with corresponding right answers, in their notebook. I will tell the students that they will be able to use their notebook on an upcoming quiz. I will also collect the notebooks during the second to last lesson of the unit. If the student has all of the questions with corresponding right answers, they will get extra points on the unit test.
1) Prior to watching a quick video (last third of the video) on translation, I will present the following questions on the smart board, using powerpoint.
Where does translation happen? (Answer - ribosomal-RNA). What does transfer-RNA do in translation? (transfer-RNA has a triplet nucleotide that binds to a base specific m RNA codon, and by doing this, it brings a specific amino acid to the site of translation). How are proteins formed in translation? (Answer - As transfer-RNA bind to a specific codon and bring a specific amino acid to the site of translation, the amino acids are lined up based on the sequence of the m RNA codons. The amino acids subsequently link with each other and create a protein. Thus the sequence of the m RNA codons determines the sequence of amino acids, and thus determines which protein is created.)
3) As the students are watching the video and answering the questions in their notebook, I will move around and monitor the answers in their notebooks, and guide students if they are not on the right track.
4) After the students finish watching the movie, I will have student volunteers write the answers to the questions on the white board so that all of the students can view the answers to the questions. I will reinforce the answers from the video by reviewing translation using the following picture on the smart board (pic).
Part 3
1) Similar to the last few periods, I will instruct the students to get into their respective acting teams.
2) I will ask the students to create translation of an m RNA by acting it out.
3) I will have the students review the information in their notebook and designate roles of translation (transfer RNA, amino acid, etc.) within each team.
4) I will expect the students to explain to me how information from m RNA bases is used to create a protein. The students will have to explain the role of transfer RNA and m RNA in translation.
4) As the teams are rehearsing, I will ask students in each team if they have any questions about the role of a specific molecule within translation.
6) When it is time to act, I will have one team act out translation, while the other teams sits at their desk and begin the handout for homework (see closure for details).
7) I will flip a penny to decide which team start first.
8) As they act out translation, I will ask each person on the team: What is the name of your acting role? What role do you have in translation? What molecule do you connect to?
9) If a student is having trouble understanding their role, I will guide the student by asking appropriate questions.
Closure:
Assessment: